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Excerpt from concluding section: "Finally, the math picture presents an important cautionary note to math teachers: if I feel stupid, I am highly unlikely to like your course (and math is the least-liked course in the survey). This pattern in math as to why the subject is least favorite is double the overall pattern for all courses. Math is the only subject, therefore, in which feeling stupid is the number one reason to dislike the subject."

A kind of maths-specific Khan Academy. I was wondering at first if 'Patrick' might want to mix in some Citizen Maths video tutorials, but it seems he just features his own. Could be that someone else could mix together his stuff and CMs if there were any areas in which they complemented each other. His stuff is mostly beyond Level 2, however.

Mick Fletcher (whom Seb knows) provides an overview of the double challenge faced by English FE from August 2013 when all those without GCSE Maths or English at Grade C must continue to study hose subjects, and even those with such an achievement should be expected to go further. "The logistical challenge, including the requirement to find hundreds of extra specialist teachers, is immense."

50 minute presentation on use of Scratch to teach some maths concepts 10-year-old and 16-year-old kids. Interestingly even the 16-year-olds thought the cat made it look like "kids stuff". There's a recording of the full presentation at https://sas.elluminate.com/site/external/recording/playback/link/table/dropin?sid=2008350&suid=D.9FA226957D30A14AB25F33DEBBF5D3 (note worth using the Blackboard recording rather than the video, even though it's more of a faff, as the former includes a shot of the speaker where he demonstrates things physically, whereas the latter just shows the presentation)

"This course is for teachers of math (K-12) or for other helpers of students, such as parents. After the summer I will release a student version of this course. This course provides an opportunity for teachers and parents to preview the ideas for students and think about how they may be useful, as well as learn from new research ideas and share ideas with other teachers and parents who enroll in the course. The course will also include interviews with some of the world's leading thinkers, such as Sebastian Thrun (Udacity/Google) and Carol Dweck (expert on mindset)."

Interesting, trenchant riposte to the http://opinionator.blogs.nytimes.com/2013/06/16/the-faulty-logic-of-the-math-wars/

Curiously revisionist history of MOOCs that centres on a Maths MOOC aimed at preparing students for US college courses that requite some maths proficiency

http://www.mathjax.org/ is "a Javascript library to display math (sic) on web pages". This interview gives you a good sense of MathJax's origins and purpose.

Based on 2010-2011 data, this BIS study (which I've not read) shows that it is not uncommon for adults who have already got, say, Maths GCSE (or equivalent) at Grade C or above to enrol on a numeracy course at a lower level. This probably strengthens our hunch that there are more people "out there" who might gain from CM than would be assumed from the proportion of adults who have already got a Level 2 Maths qualification.

Credible and very well written piece by maths teacher Ben Orlin.

Interesting 1/10/2013 post from Keith Devlin about the production of technology based maths education.

This reads as if it has had the attention of a PR person. Here is the key para concerning maths: "We know that students learn at different speeds. This is particularly the case in the mathematical sciences, where it just takes a while to really understand certain concepts. Rushing students through a timed curriculum with a pre-defined pace cannot be the best way to achieve lasting success. In our remedial math class, we only gave students a single chance to pass various exams. If they even failed the first midterm, they failed the class. On campus, multiple chances are offered. There are clear opportunities to rethink assessment as a whole, especially as we open up new pacing options."

It feels to me there are important lessons from this that should be incorporated in our Marketing and Learner Engagement work. e.g. how much do we leave it open vs target hard-to-reach learners

"The key is all about the depth of understanding of the subject that they receive - it is not about 'doing maths' but much more about 'thinking mathematically'.

Free tool for graphing/plotting maths functions. Works on smartphones and tablets. Free.

Staged interview with one of the designers of Saylor's Real World Math courses

For market comparison. Like all Saylor courses, this one largely curates OERs from other sources, including Khan Academy

80 hour OER course from the OU. Pitched at a different audience to Citizens' Maths, but may have some points we can learn from.

Nice line in this piece by Alex Reinhart about maths as bunch of lego bricks that you use can use by glueing them together to do useful things.

Included here merely as a 'light relief' anecdote on the potential to apply maths (albeit beyond Level 2) to 21st century life. And it's a good read, with a sharp punchline.